An Ecosystemic Approach to Preventing Bullying in School. Risk Factors Associated with School

Previous research has shown that teachers play an important role in preventing bullying in school. Nowadays, there is a growing interest in understanding the risk factors associated with school such as the teachers’ perception of the severity of bullying and their response to bullies and victims. This paper presents risk factors associated with bullying and teachers’ perceptions within Bronfenbrenner’s (1977) classic ecological theory.According to this paradigm, changes are required in the environments with which children interact as they develop (family, school, community and society). By exposing the factors that trigger and maintain bullying, we aim to highlight the importance of Bronfenbrenner's ecological systems model in designing bullying prevention strategies. We will focus on the risk factors associated with school, chief among which is the, teachers' perceptions of bullying in school. Not only does this view contribute to optimizing the understanding of the importance of ecosystem theory for effectiveness prevention, but it also suggests that both research and prevention should focus on individual risk factors that influence teachers' reactivity to bullying behaviors.

Parents’ Responses to Relational Bullying in New Zealand

<p>Relational bullying is a significant and widespread issue that is experienced by many young people in New Zealand. To implement effective and consistent prevention and intervention strategies, it is crucial to understand the perspectives of everyone involved. However, there is currently limited research on parents’ perspectives of relational bullying. While research in the field of bullying prevention is increasingly focused on the perspectives and responsibility of multiple parties, a significant gap in the literature remains: the perspectives of the parents of children who are involved as perpetrators of bullying, as well as those parents of children who are both bullies as well as victims. The present doctoral research yielded findings describing parents’ responses to their child’s involvement in relational bullying, including those involved in bullying perpetration. This project was comprised of three studies focussing specifically on relational bullying. The first study examined parents’ responses to hypothetical scenarios depicting their child perpetrating or experiencing exclusion, rumour spreading, and manipulation. The second study asked parent participants to reflect on any actual experience they had with supporting their child as a victim or perpetrator of relational bullying. In the third study, participants reflected on their own experiences with relational bullying during their childhood or adolescence, considering the continued impact on their current lives and on their parenting. Data collection was via one anonymous, online survey. These qualitative responses were analysed thematically to produce both individual study findings and overarching themes that reflected the participants’ perspectives. The responses revealed that parents respond to the three distinct forms of relational bullying (exclusion, rumour spreading, and manipulation) in different ways, with some forms of relational bullying viewed as less serious than others. In addition, the findings provide insight into how parents supported their child when they were involved in relational bullying perpetration. Parents responding to their child’s involvement in the perpetration of relational bullying often took action, assisted their child to make amends, and continued to monitor their child’s progress. When parent participants considered their own experiences of relational bullying, they identified being deeply impacted by the bullying at the time it happened, and they explained that it continued to have an ongoing impact on their current lives and on their parenting behaviour with their own children. The findings from the project overall illustrate the need for a cultural shift in the attitudes towards bullying that permeate the New Zealand context.</p>

Parents’ Responses to Relational Bullying in New Zealand

<p>Relational bullying is a significant and widespread issue that is experienced by many young people in New Zealand. To implement effective and consistent prevention and intervention strategies, it is crucial to understand the perspectives of everyone involved. However, there is currently limited research on parents’ perspectives of relational bullying. While research in the field of bullying prevention is increasingly focused on the perspectives and responsibility of multiple parties, a significant gap in the literature remains: the perspectives of the parents of children who are involved as perpetrators of bullying, as well as those parents of children who are both bullies as well as victims. The present doctoral research yielded findings describing parents’ responses to their child’s involvement in relational bullying, including those involved in bullying perpetration. This project was comprised of three studies focussing specifically on relational bullying. The first study examined parents’ responses to hypothetical scenarios depicting their child perpetrating or experiencing exclusion, rumour spreading, and manipulation. The second study asked parent participants to reflect on any actual experience they had with supporting their child as a victim or perpetrator of relational bullying. In the third study, participants reflected on their own experiences with relational bullying during their childhood or adolescence, considering the continued impact on their current lives and on their parenting. Data collection was via one anonymous, online survey. These qualitative responses were analysed thematically to produce both individual study findings and overarching themes that reflected the participants’ perspectives. The responses revealed that parents respond to the three distinct forms of relational bullying (exclusion, rumour spreading, and manipulation) in different ways, with some forms of relational bullying viewed as less serious than others. In addition, the findings provide insight into how parents supported their child when they were involved in relational bullying perpetration. Parents responding to their child’s involvement in the perpetration of relational bullying often took action, assisted their child to make amends, and continued to monitor their child’s progress. When parent participants considered their own experiences of relational bullying, they identified being deeply impacted by the bullying at the time it happened, and they explained that it continued to have an ongoing impact on their current lives and on their parenting behaviour with their own children. The findings from the project overall illustrate the need for a cultural shift in the attitudes towards bullying that permeate the New Zealand context.</p>

Pelatihan Pencegahan Bullying Bagi Organisasi Kemahasiswaan di Universitas Muhammadiyah Mataram

The service activities that have been carried out aim to provide an understanding of bullying prevention for student organizations at the Muhammadiyah University of Mataram. The implementation method used is in the form of socialization and Focus Group Discussion (FGD). The socialization method is carried out online related to the delivery of material about preventing bullying among students and the Focus Group Discussion (FGD) method is carried out online by providing education to students regarding forms of bullying and its prevention. Based on the results of the service activities that have been carried out, it can be seen that the level of student understanding of bullying prevention is high. Thus, it can be concluded that bullying prevention training activities can provide a high level of understanding among students.

Virtuālā realitāte pret bulingu jauniešu vidū. Imersīvo mediju izteiksmes līdzekļi psihosociālajā izglītībā

Within the framework of the international project “Virtual Reality As a Tool for Countering Bullying Amongst Youth” – “VR not bullies” – the author, colleagues, and partners created a cycle of 6 workshops for bullying prevention where virtual reality (VR) videos are used as a tool. The aim of the project was to promote empathy for bullying victims, understand the causes of bullying, and demonstrate examples of positive behavior. As part of the “VR not bullies” project and in this article, the author has sought answers to questions about what technological and artistic means of expression to use to model empathic responses in viewers; analysis of literature and case studies (including self-produced material) have been applied. Short VR videos are a convenient technology to use when working with young people and working in groups. Although it is not a cheap method, it allows you to look at situations that would otherwise be unavailable for geographical, financial, or other reasons. Short VR videos are a fast and effective medium to promote emotional empathy and other perspectives, and their inherent interactivity stimulates young people’s interest and attention. However, more traditional methods, such as reading stories or role-plays with in-depth, long-term involvement, may be more effective in building competitive empathy and understanding.

Raptivism on YouTube: Studying the Response of Videoart Prosumers to School Bullying in Spain

This study analyses the influence of the bullying prevention campaign „Se Buscan Valientes“ which, based on a song produced by a well-known rapper, invited schools throughout Spain to create videos and upload them to YouTube. We analysed the comment threads generated by the videos and conducted interviews with eight teachers who promoted participation in the campaign. The results reveal the beneficial effects of the arts as a tool to combat bullying.

Foreign experience in bullying prevention in schools

The aim of the article is to conduct a comprehensive study of bullying prevention at schools using foreign experience. The subject of research is the concept of bulling and features of its manifestation in educational institutions. The research methodology includes general scientific and special methods of legal science: method of theoretical analysis and systematization of scientific literature, method of modeling, statistical method, dogmatic method, logical method, method of summarization. Research results. The main causes, consequences of bullying in schools are analyzed and the characteristics of its participants are given. It is determined that bullying can be considered as a social, legal, psychological and pedagogical problem. Practical meaning. It is proved that schools without bullying differ in cohesion and various extracurricular forms of interaction between students. Value / originality. It is stated that the main means of counteracting this negative phenomenon in educational institutions are active public life, an atmosphere of openness, the possibility of collective conflict resolution under the guidance of a caring teacher.

Principal’s Practices and School’s Collective Efficacy to Preventing Bullying: The Mediating Role of School Climate

Differences in bullying rates between schools could be explained by school efficacy. This study examined the relationships among teachers’ perceptions of principals’ practices, school climate, and school collective efficacy to prevent bullying. The sample comprises 403 Mexican elementary-school teachers; 35% were male, and 65% were female. The teaching experience ranged from 2 to 35 years ( M = 13.2 years, SD = 9.1). Teachers answered self-report measures. A latent variable structural equation modeling (SEM) approach was used. SEM model indicated that principal’s bullying prevention was directly related to a positive school climate, but they did not influence teachers’ perceptions of school collective efficacy. Also, principals’ support for teachers’ antibullying practices positively affected school climate and school collective efficacy. Both principal involvement and support had an indirect relationship with school collective efficacy. Overall, findings suggest that the principal has a critical role in promoting teachers’ perceptions of school collective efficacy in bullying prevention.